中国电化教育

生成式人工智能(GAI)凭借强大的文本生成与逻辑推理能力,具有教育变革的潜力,但其离身认知的技术本质使变革具有一定限度。该研究选取“液体转移”“电路焊接”两项实验操作,对ChatGPT、 DeepSeek-R1等五种大语言模型进行半结构化访谈,以具身认知的4E特征为框架展开分析,尝试透视其背后的寻视世界,以划分GAI的发展阶段并框定GAI的教育限度。研究发现, GAI虽能在身体性、嵌入性、生成性层面接近人类回答,但始终无法突破延伸性局限,表现为操作者与工具的主客分离以及工具的“不上手”。基于海德格尔的寻视理论可发现,人类立基于“上手操劳”所展开的寻视世界, GAI则立基于由概率统计与符号演算所构建的语言世界,其“语言”是对人类语言痕迹的数学模拟,而非对“存在”的亲历。GAI的功能局限于“指导手册”,与人类教师的“手把手”“指导”有本质区别。研究启示教育者重视实践教育、强化元认知能力培养、重申生命教育价值,实现人与科技的协同发展。

Generative Artificial Intelligence(GAI), with its capabilities in text generation and reasoning, holds potential for educational transformation, yet its disembodied cognitive nature imposes limits on such change. This study selects two experimental operations “ Liquid Transfer” and “Circuit Soldering,” and conducts semi-structured interviews with five large language models, including ChatGPT and Deep SeekR1. Using the 4E framework of embodied cognition as an analytical lens, the study attempts to reveal the circumspective world behind these models and thereby delineate their developmental stages and pedagogical boundaries. Findings indicate that while GAI approximates human responses in the embodied, embedded, and enactive dimensions, it fails to overcome the limitation of extension, manifested in separation between operator and tool and the tool's state of being unready-to-hand. Drawing on Heidegger's theory of Umsicht, it becomes evident that the human circumspective world is grounded in engagement with ready-to-hand equipment, whereas GAI' s world is rooted in a linguistic realm constructed through probability statistics and symbolic calculus. Its “language” is a mathematical simulation of human linguistic traces, not a lived experience of Sein(Being). Consequently, GAI' s function is confined to that of an “instruction manual,” fundamentally distinct from the hands-on guidance of a human teacher. The study urges educators to prioritize practical education, strengthen metacognitive cultivation, and reaffirm the value of life education, thereby fostering synergistic human-technology development.